Introduction to Reflection and Reflective Writing
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Transcript Introduction to Reflection and Reflective Writing
INTRODUCTION TO
REFLECTION AND
REFLECTIVE WRITING
•What is reflection?
•Sources of reflection
•Skills / attitudes for reflection
•Starting reflective writing
•Frameworks for reflection
(Gibb’s reflective cycle and the
‘What?’ model of reflection)
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WHAT IS REFLECTION?
•Thinking about…..
•Pondering on…..
•Asking yourself questions
about…..
•Discussing with yourself…
•Trying to work something out…..
•Making sense of things…
•Learning from experience...
•Helping you plan for the
future…..
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Sources of reflection.
Everyday events
Positive experiences
Negative experiences
Eventful incidents
Unusual incidents
Routine activities
Important events
Meaningful events
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What might you reflect upon in
day to day life?
‘’I’m always late for work’’
‘’That was a great holiday’’
‘’My car has turned out to be an old
banger’’
‘’I’ve had a very productive
weekend’’
‘’I keep running out of money before
the end of the month’’
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So why is it important in
EBP
Reflection is seen as helping to
bridge the theory practice gap
reduce practices based on custom and
practice
develop and understand your practice,
decisions made, lessons learnt and
implication of these for future practice
ensure that care remains patient centred
and based in the patient experience
Skills / attitudes for reflection
Willing to learn from experience and
change things
Able to make time for reflection
Being open and honest
Willing to share and discuss your
experiences
Being motivated to replay / describe /
analyse experiences
Able to make an action plan
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Starting reflective writing
Have a pen and paper available at all
times
Be spontaneous
Write down ideas as they come to you
Don’t worry about structure, order,
spelling, grammar
Be imaginative
Make sense later with the help of a
more formalised structure
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Choose an incident / experience
from the course so far
Make notes on the following:
Describe the experience - who? where?
what was happening?
What were your thoughts and feelings?
What was positive?
What was negative?
What have you learned?
Discuss with a colleague
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‘’Putting your thoughts on
paper’’
Discuss in your pairs the experience of
putting pen to paper - transferring your
thoughts into writing
How easy was it?
Did it change your views in any way?
What is it like to see your thoughts
written down?
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Gibbs’s Reflective Cycle (1988)
Description
Feelings
Evaluation
Analysis
Conclusion
Action Plan
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Description
Where was I?
Who else was there?
Why was I there?
What was I doing?
What happened?
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Feelings
How was I feeling at the beginning?
What was I thinking about?
What did other people’s actions
make me think / feel?
How did I feel about the outcome?
What do I think about it now?
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Evaluation
What was good about the experience
for me, the patient, others?
What was bad about the experience
for me, the patient, for others?
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Analysis
‘Breaking it down’
What did I do well / not so well?
What did others do well?
Did it go as expected?
Why / why not?
What theory / research helps me
understand the experience?
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Conclusion
Could I have done anything
differently?
What are the key things I have
learned from this incident - about
me, my performance, others and
their performance?
Can this be evidence of achievement
of placement outcomes /
competencies?
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Action Plan
What would I do in a similar situation in
the future?
What aspects of my knowledge / skills
could I develop?
How will I do this?
What goals can I set myself for the
future?
What outcomes / competencies do I
need to focus on now?
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The What? Model of structured
reflection (Driscoll 2000)
What….
..is the purpose of returning to this
situation?
..happened?
..did I see / do?
..was my reaction?
..did other people do?
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So What?
How did I feel?
How did these compare with other
people’s feelings?
Do I still feel the same?
What were the effects of my actions?
What are the positive aspects?
What have I noticed about my practice?
What have other people noticed about
my practice?
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Now what?
What are the implications of this analysis – for
me and others?
What if I do nothing?
What information / skills would I need to cope
with similar experiences?
What help would I need to acquire these?
What is the main learning from this
experience and reflection?
Is this evidence of achievement of placement
outcomes / competencies?
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Basic things to put in place to
be successful
Experiment with different approaches until
you find one that ‘fits’
Commit to giving time to reflection in
whatever form you choose. See it as an
essential aspect to your practice rather than
an ‘add on’.
Start small and work up to the big issues
Be open to new ideas and new ways of
thinking
Be willing to challenge your assumptions and
practices
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Reflective writing
Helps you learn from experience
Helps you build on your expertise
Developing your expertise is an important
aspect of evidence based practice
Reflective writing can be used as evidence to
include in your portfolio to help you achieve
your placement outcomes
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References
Driscoll J (2000) Practising Clinical Supervision. Balliere Tindall,
London
Driscoll J and Teh B (2001) The potential of reflective practice to
develop individual orthopaedic nurse practitioners and their practice
Journal of Orthopaedic Nursing, 5, 95-103
Gibbs G (1988) Learning by Doing. A Guide to Teaching and Learning
Methods. Further Education Unit, Oxford Polytechnic. Oxford cited in
Jasper M (2003) Foundations in Nursing and Health Care. Beginning
Reflective Practice. Nelson Thornes. Cheltenham
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